A confluência teoria-prática na formação do professor de português

• Autor(a) principal: Iachak, Viviane Schier Martins
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Estadual de Maringá (RI-UEM)
• Texto Completo: http://repositorio.uem.br:8080/jspui/handle/1/4003
• topic: Professores; Confluência teoria-prática; Língua portuguesa; Professores de português; Formação; Ensino; Formação de professores; Ensino de língua portuguesa; Brasil.; Confluence; Practical theory; Education of professors; Teaching of the portuguese language; Brazil.; Linguística, Letras e Artes; Letras

Oriented by the presupposed interactionists of the language of Bakhtin and his Circle, this research aims to contribute to the refinement of the theories that look to comprehend the process and education of Portuguese language professors. It specifically aims to analyse the process in which theory and practice interlink, in order to understand the reason why, when in service, there are professors who treat theory as something distant in their pedagogical practice. We took as our sample group for the research, the 3rd year of the Language-Portuguese course; the only course in the 'Universidade Estadual de Maringá' that specifically graduates Portuguese language professors. We focused on the course, the subject that as a base sets about emerging, in accordance with the requisites of Applied Linguistics, theory and practice: Practices of the education of professors of the Portuguese language. In order to achieve the objectives and for the purpose of this work, this research, in assuming a qualitative methodology perspective, purposes to interpret the data collected in the classroom of one module from the curriculum, by allowing the interlacing with the ethnographic research, consolidated in the participant observation, to which is attributed this interpretativist paradigm. The results demonstrate that the dissociation of theory and practice made by the professors in service, is simply the reflection of the belief that perpetuates in the academics' discourse: the belief that some disciplines which comprise the curriculum will never be utilized in pedagogical practice.